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The approaches that foundation phase grade 3 teachers use to promote effective literacy teaching : a case study

The changing role of literacy in primary education, with its emphasis on the acknowledgement of the
learner’s values, beliefs, culture, background and language is the focus of this study.
The research was concerned with understanding the literacy practices of Foundation Phase Grade 3
teachers who are able to intentionally promote and mediate literacy acquisition among their learners.
A qualitative design was used to describe the approaches of effective literacy teachers.
The research study discovered that while the teachers made use of a number of teaching methods
that underpinned a de-contextualised and constructivist approach, a socio-cultural approach to
literacy was lacking. The results call for a broadening of the definition of literacy; one that
acknowledges the socio-cultural background of the learners in developing a literacy disposition that
prepares learners for a changing world. / Educational Studies / M. Ed. (Didactics)

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/4839
Date02 1900
CreatorsLawrence, Jeanette Wilhelmina
ContributorsMeier, Corinne (Prof)
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeDissertation
Format1 online resource (viii, 168 leaves)

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